1. MEd Module:
Leadership and Management of
Learning in Education
LBL - Session 1
Presenter: Dr Muavia Gallie (PhD)
6 February 2010

2. Content
1. Introduction (10h00 - 10h15);
2. Homework reflection (10h20 - 11h20);
3. Teaching and Learning (11h25 - 13h25);
4. Administration, Management and
Leadership (13h30 - 14h30);
5. New Tasks (14h35 - 14h50)
6. Conclusion (14h55 - 15h00)

3. 1. Introduction

4. 1.1 Study
Guide

5. 2. Homework
Reflection

6. 2.1 Homework Task 1.1
• All our work is going to cover Knowledge, Skills
and Dispositions, and we will attempt to connect
Theory and Practice;
• Therefore, you have to identify yourself a school (a
case study) that you will work with;
• If you are the principal or an SMT member of your
school, you must get permission in writing from the
SGB to use your school as a case study;
• If you don’t or can’t use your own school, identify
an accessible school, and get permission in writing
from the SGB to use their school as a case study.
• Please note that the school can remain
anonymous, if they prefer it.

7. 2.2 Homework Task 1.2 & 1.3
1. Clearly define and explain the meaning of “Teaching” and “Learning”;
2. Define what the difference is between these two concepts;
3. Define the ‘inter-connectedness’ of these concepts, if any; and
4. Define which one comes first, if any.
In all of the above, you should motivate your argument.
Each of the above should be submitted on an A4 page. You will each be given 5
minutes during Session 1 (6 Feb) to present your arguments.
1. Clearly define and explain the meaning of “Leadership”,
“Management”, and “Administration”;
2. Define what the difference is between these three concepts;
3. Define the ‘inter-connectedness’ of these concepts; and
4. Identify the logical order of these concepts, if any.
In all of the above, you should motivate your argument.
Each of the above should be explained on an A4 page. You will each be
given 5 minutes during Session 1 (6 Feb) to present your arguments.

8. 3. Teaching
and
Learning

9. 3.1 Success rate = 8,1%
•Success-rate of the system = 8,1%
•Of every 12 learners starting Grade
One, only 1 learner attains what the
system is promising them - data 2005!

10. 3.2 Dysfunctionality vis-à-vis Under-performance
Figure 10: Three levels of school functionality in relation to the support needed by
schools
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
-10%
-20%
Basics
Non-Functioning Low-Functioning High-Functioning
-20% – +20% 21% - 60% 61% - 100%
Gallie 2006

11. 3.3 External and internal
difference

12. 3.4 Activity 1
1. Participants must identify whether they are
part of a:
- Dysfunctional School;
- Low functioning school;
- High functioning school.
Primary school participants must judge
themselves based on the success of their
‘feeder school’.

13. 3.5 Defining Dysfunctional schools
• Schools who continue to function, but do not accomplish the purpose
for which they were created;
• Schools exist to help each child realise his or her fullest potential as a
human being;
• Schools become dysfunctional when they stop serving the needs of the
individuals with them;
• School can take on a life of their own where their main objective
becomes self-preservation;
• One of the key indicators that a school has become dysfunctional is the
‘no talk rule’. Those within the school are not permitted, and do not
permit themselves, to speak (or even think) critically about the school
• Critical thinking begins with the question “why?” Why are we doing this?
Why are things arranged this way? Why do we do it this way and not that
way? These kinds of questions are not allowed in a dysfunctional group;
• The other indicator is the evolution of a priestly caste whose allegiance
is more strongly tied to the school than it is to the learners the school is
meant to serve - this means the teachers and administrators within the
school

14. 3.6 Activity 2
• Is your school Dysfunctional?
• Ten critical questions for every school leader
1. Does every teacher teach everyday in every class for 196 school days in the year? [10]
2. Do you as school leader regularly observe teachers teaching in their classrooms? [10]
3. Do you spend at least 70% of your time in school on matters of teaching and learning?
[10]
4. Do you regularly visit parents of learners in their homes? [10]
5. Is your school consistently clean, ordered and well-decorated in ways that convey
positive sentiments about the learning environment? [10]
6. Do more than 95% of learners pass the highest grade in the school every year for the
past five years? [10]
7. Do more than 98% of learners enrolled attend school everyday? [10]
8. Does every learner have a textbook in every subject? [10]
9. Does your school bring in at least R100,000 every year in external (private) funds e.g.
the business community? [10]
10. In the case of High Schools, do at least 80% of your learners go on to
university/university of technology? In the case of Primary Schools, do all your
learners go on to high school?
Prof. Jonathan Jansen (Executive Leadership Programme 2008)

15. 3.7 Functionality
Score for your school
100 A Functional School
80 A Moderately Functional School
60 A Marginally functional School
40 A Seriously Dysfunctional School
20 A School?

16. 3.8 Video - Different
Perspectives - 2 min
Understanding the situation well

17. 3.9 - Ten Different mentalities
1. Definition of Teacher Quality;
2. Subject and/or learning area choices;
3. Time tabling;
4. Measuring productivity systems;
5. Quality Assurance systems;
6. Learner Expectation (success);
7. Data, Information, Knowledge, Intelligence Systems;
8. Multiple Opportunities; and
9. Time Utilisation; and
10.Difference between Home-work and School-work.

18. 3.9.1 Defining Teaching Quality
• Three related schools of thought - Good teaching is defined by (a) what the
teacher brings into the classroom - that is, TEACHER CHARACTERISTICS,
(b) what teachers do while they are in the classroom - TEACHING
PRACTICES, and © what learners take out of the classroom - LEARNERS
LEARNING GAINS;
• A. Focusing on TEACHER CHARACTERISTICS note that standards (e.g.
obtaining a degree/diploma, passing a professional examination) are set to
ensure a degree of quality. The logic here is that it is difficult to measure
teaching quality directly, so indirect measures should be used;
• B. Others argue for a more direct measure of what teachers actually do.
Those who focus on TEACHING PRACTICE argue for five common
pedagogical principles, namely: 1. Building on learners’prior knowledge; 2.
Linking goals, assessment and instruction; 3. Teaching content and critical
thinking; 4. Developing language skills; and 5. Creating a culture of learning;
• C. There are those who reject measuring “inputs” (teacher characteristics)
or “processes” (teaching practices) and argue that only outcomes matter. In
this case, defining teaching quality is about HIGH LEARNER
PERFORMANCE.

19. 3.9.2 Subject Choices Available
No. Low-functioning School High-functioning School
1 Language 1st Language 1st
2 Language 2nd Language 2nd
3 Maths or Maths Lit Maths or Maths Lit
4 History or Science History
5 CAT or Accounting Science
6 Life Orientation CAT
7 Business Economics Accounting
8 Life Orientation
9 Business Economics

20. 3.9.3 Organising of Time table
1 2 3 4 5 6 7 8 9
Mon 1 2 3 4 5 6 7 8 9
H I G H
Tues 1 2 3 4 5 6 7 8 8
Wed 1 2 3 4 5 6 6 7 7
Thurs 1 2 3 4 4 5 5 6 6
L O W
Fri

21. 3.9.4 Measuring Teaching Quality i.r.t.
different school functionalities
Non-Functioning Low Functioning High Functioning
Schools (NFS) Schools (LFS) Schools (HFS)
Performance
Management and
Reward Systems
Evaluation and
Appraisal
Systems
Supervisory and
Accountability
systems
The Judgement of Quality is dependent on the Quality of the Judgement.

22. 3.9.5.1 Focus of the measuring tool ..
Non-Functioning Low Functioning High Functioning
Schools (NFS) Schools (LFS) Schools (HFS)
Getting them Performance
to perform Management and
‘optimally’ Reward Systems
Getting them Evaluation and
‘to do Appraisal
something Systems
extra’
Getting them Supervisory and
‘to do their Accountability
job’ systems

23. 3.9.5.2 Keeping their ‘eye’ on achieving
…
Non-Functioning Low Functioning High Functioning
Schools (NFS) Schools (LFS) Schools (HFS)
Getting the Performance
OUTCOMES Management and
right Reward Systems
Getting the Evaluation and
PROCESS Appraisal
right Systems
Getting the Supervisory and
INPUT right Accountability
systems

24. 3.9.6 In relation to Matric Results
Figure 10: Three levels of school functionality in relation to the support needed by
schools
100%
90%
80% Average (50%) in Matric Results
70%
60%
50%
40%
30%
20%
10%
-10%
-20%
Non-Functioning Low-Functioning High-Functioning
-20% – +20% 21% - 60% 61% - 100%

25. 3.9.7.1 Data, Information, Knowledge,
Intelligence Systems
Data - what was (NFS);
Information - what is (LFS);
Knowledge - what could be (HFS);
Intelligence - what should be (HFS).

26. 3.9.7.2 SASAMS System
1. 2. 3. 4.
Knowing Under- Teaching Another
standing Teaching
7. 6. 5.
Another Learning Support
Learning
8. 9. 10.
Assessment Support Evaluation

27. 3.9.8 Multiple Opportunities
Low-functioning School
Quarter 1 Test or Quarter 2 Test or Quarter 3 Test or Quarter 4 Test or
Teach Exam Teach Exam Teach Exam Teach Exam
High-functioning School
Quarter 1 Test or Quarter 2 Test or Quarter 3 Test or Support Test or
Teach Exam Teach Exam Teach Exam and Exam
Support

28. 3.9.9.1 Time Utilisation
Low-functioning School High-functioning School
20% Teaching 20% Teaching
20% Teaching 20% Learning
20% Teaching 20% Learning
20% Teaching 20% Learning
20% Learning 20% Learning

29. 3.9.9.2 What do we know about
our teachers and/or officials?
Remembering
Teaching
(Information Sharing)
Remembering Understanding
Teaching Learning
(Information Sharing) (Taking ownership of Information)

30. 3.9.9.3 Types of Teaching -
Learning
None or to Little time and support for Learning
Teaching and
Learning
Teaching
Learning
Plenty of time and support for Learning
Teaching for
Learning Teaching and Learning
All the time and support are for Learning
Teaching as Teaching Learning Teaching Learning Teaching Learning
Learning Teaching Learning Teaching Learning Teaching Learning
Teaching Learning Teaching Learning Teaching Learning

31. 3.9.9.4 Activity 3

32. 3.9.10 Homework vis-à-vis Schoolwork vis-à-vis
Busywork vis-à-vis Parent’s work
• Learning takes place throughout the day,
whether ‘in school’ or ‘out of school’;
• They can be categorised as ‘different’
types of learning;
• Given different situations and
circumstances, the one becomes more
important than the other;
• We need all of them in our lives.

33. 3.10 Five Levels of Learning
Level Teaching Type of
Days Teaching
1 35 Facts
2 70 Information
3 105 Know-How
4 140 Comprehension
5 175 Wisdom

34. 3.11 Bloom’s Level of learning
and Thinking
1. Know - Define, match, repeat, memorise, label, outline, record,
recognise, state, sort, list
2. Understand - Restate, show, illustrate, summarise, predict, locate,
paraphrase, describe, explain
3. Apply - Demonstrate, solve, test, use, manipulate, organise
4. Analyse - Examine, debate/defend, compare/contrast, refute, relate,
generalise, classify, research
5. Synthesise - Propose, design, construct, invent, formulate, plan,
imagine
6. Evaluate - Judge, recommend, critique/criticise, justify, choose

35. 3.12 Learning: From Past to Future

36. 3.13 You Taught Me
• You taught me the names of cities in the world, but;
• I don’t know how to survive the streets in my own city;
• You taught me the minerals that are in the earth, but;
• I do not know what to do to prevent my world’s destruction;
• You taught me how to speak and write in three languages,
but;
• I do no know how to say what I feel in my heart;
• You taught me all about reproduction in rats, but;
• I don’t know how to avoid pregnancy;
• You taught me how to solve maths problems, but;
• I still can’t solve my own problems;
• Yes, you taught me many facts, and thank you, I am now
quite clever, but;
• Why is it that I feel I know nothing? Why do I feel I have to
leave school to go and learn about coping with life?

37. 3.14 Video - Essence of being
a Teacher - 6 min

38. 4.
Administration,
Management
and
Leadership

39. 4.1 Management vs Leadership -
2.10 min

40. 4.2 Leadership Criteria - 9.31
min

41. 4.3 Quest for Success - 2.05
min

42. 4.4 Conceptual Argument -
Types of Functionalities (relating to the Core Purpose)
Non- Low High
Functioning Functioning Functioning
Schools Schools Schools
(NFS) (LFS) (HFS)
Leadership Level 1
Management Level 2
Administration Level 3

43. 4.5 There is no
management
without
monitoring and
evaluation

44. 4.6 Why should we M&E?
In general, the purpose of monitoring & evaluation can be:
• To assess results - to find out if and how objectives are being met and are
resulting in desired changes.
• To improve management and process planning - to better adapt to
contextual and risk factors such as social and power dynamics that affect the
research process.
• To promote learning - to identify lessons of general applicability, to learn how
different approaches to participation affect outcomes, impact, and reach, to
learn what works and what does not, and to identify what contextual factors
enable or constrain the participatory research.
• To understand different stakeholders' perspectives - to allow, through
direct participation in the monitoring and evaluation process, the various people
involved in the organisation to better understand each others views and values
and to design ways to resolve competing or conflicting views and interests.
• To ensure accountability - to assess whether the organisation is effectively,
appropriately, and efficiently executed to be accountable to they key
agencies (Estrella and Gaventa, 1998).
What?, When? How?, Who?

45. 4.7 Money taken by Administration

46. 4.8 Two parts of any
organisational process
Hard part Soft part
•Processes •Ideas
•Procedures •Fears
•Metrics •Excitement
•Structures •Resistance
•Tools •Attitudes
•Etc. •Buy-in of people who
do the Hard Part

47. 4.9 Which is more challenging,
the Hard part or Soft part?
• Soft part;
• Hard part we have learned;
• Management - is about control;
• The soft part is about leadership;
• Both of these are important within an
organisation - Balance;
• Work is Logical, but People are
Psychological.

48. 4.10 Leadership Qualities

49. 4.11 Eight School Readiness Components
4. Annual Planning 5. Timetabling
2. Teacher Information
1.1 Teacher Attendance 6. Teaching
1.2 Learner Attendance Schedules
3. Learner Information
8. Teaching and Learning
Support Materials 7. Organogram

50. Homework 1.1
• Collect enough evidence on each of the
mentioned eight school readiness
components;
• On a scale of 1 - 5, ask the principal to
indicate the school readiness of his/her
school on each of the eight
components;
• On a scale of 1 - 5, you have to give
your rating of your school, on each of
the eight school readiness components.

51. Gauteng Schools with challenges
Project Manager Schools Division
No Name of School Project District Location Grade 12 Results 2009
Manager 2008 Variance Up Down Same
1 Boikgethelo 35 49 14 1
2 Bona Comprehensive
3 Ed Mashabane Sec
4 Fontanus
5 Ibhongo
4.12 PPS Project
Nombulelo
Nombulelo
JHB North
Sedibeng West
JHB
Evaton
50
24
27
47
53
26
34
46
3
2
7
-1
1
1
1
1
6 Ikusasa Comprehensive Nombulelo Ekurhuleni North Tembisa 46 73 27 1
7 Illinge Sec Deon Ekhuruleni South Vosloorus 26 46 20 1
8 Itirele-Zenzele Comp Nombulelo JHB North Diepsloot 29 38 9 1
9 Jet Nteo 38 39 1 1
10 Katlehong Sec Deon Ekhuruleni South Katlehong 48 38 -10 1
11 Kgokare 29 46 17 1
12 Kwa Bhekilanga 28 28 1
13 Lobone 39 22 -17 1
14 Mamellong Comp Conrad Gauteng East Tsakane 48 66 18 1
15 Meadowlands 29 52 23 1
16 Memezelo Sec Conrad Tswane North Soshanguve 33 68 35 1
17 Minerva 30 65 35 1
18 Modiri Technical Conrad Tswane West Tswane West 12 30 18 1
19 Moqhaka 27 39 12 1
20 Mphumelomuhle Sec Conrad Gauteng North Bronkhorspruit 30 16 -14 1
21 Mpilisweni Sec Deon Ekhuruleni South Katlehong 42 38 -4 1
22 Nghunghunyane 51 46 -5 1
23 Ramolelle 40 96 56 1
24 Ramosukula 42 46 4 1
25 Rivoni High Conrad Gauteng East Daveyton 0
26 Sebokeng Tech 45 63 18 1
27 Senthibele Senior Sec Conrad Tswane North Soshanguve 48 85 37 1
28 Thoko-Thaba Sec Conrad Ekhuruleni South Thokoza 55 54 -1 1
29 Thutopele High Deon Ekhuruleni South Katlehong 55 51 -4 1
30 Vosloorus Comprehensive Deon Ekhuruleni South Vosloorus 66 66 0 1
31 Westbury Secondary Nombulelo JHB North JHB 56 48 -8 1
Ave. 10.9 20 9 1
62.5% 28.1% 3.1%
Ave. 19.2 -7.1

52. 4.13 Curriculum Development Cycle
Curriculum Instructional Learning Assessment
Management Management Management Management
Plan Plan Plan Plan
District School HoD Teacher
Provincial District SMT HoD

53. Homework 1.2
• Bring along evidence of the existence of a
curriculum management planning tool in your
district;
• Bring along evidence of the existence of an
instructional management planning tool in
your school;
• Bring along evidence of the existence of a
learning management planning tool in your
department (school);
• Bring along evidence of the existence of an
assessment management planning tool in
your class (school).

54. 5.
Conclusion

55. 5.1 Three Steps approach to QE

56. 5.2 Graphical display of 3 steps QE
Quality Education
Low Functioning Basic Education
Schools
Dysfunctional Rights-based Education
Schools *Availability *Accessibility * Acceptability * Adaptability

57. 5.3 Teacher Professional Path
1. First five to eight years (as teachers); (BT)
2. Second phase [nine to twelve years] as teacher; (T)
3. First five to eight years (as senior teachers/mentor); (ST)
4. Second phase [nine to twelve years] as mentor; (HoD)
5. First three to five years (as Head of Department); (HoD)
6. First three to five years (as Deputy Principal);
7. First three to five years (as Principal);
8. Second phase [six to ten years] as Principal;
9. Third phase [eleven to twenty years +] as Principal;
10. Etc.
BT1-4 T5-8 T9-12 HoD1-4 HoD5-8 HoD9-12 Pr1-4 Pr5-8 Pr9-12 Pr13
ST1-4 ST5-8 ST9-12 DP1-4 DP5-8 DP5-8
22-26 27-30 31-34 35-38 39-42 43-46 47-50 51-54 55-58 59-62
4yrs 4yrs 4yrs 4yrs 4yrs 4yrs 4yrs 4yrs 4yrs 4yrs

58. 5.4.1 Ten Untruths in UPS
1. Democratic decision making in schools
create a conducive school tone or culture;
2. Parent involvement is crucial;
3. OBE approach is resource intensive;
4. Resources (computers and libraries) will
make all the difference;
5. The Dept. is not supporting teachers and
therefore they are de-motivated;

59. 5.4.2 Ten Untruths in UPS
6. Lack of learning is caused by the ill-discipline of
learners;
7. Our classrooms are overcrowded - small
classes will make the difference;
8. It is difficult to achieve learner success in
poverty stricken communities;
9. Learners are not at the level they should be
when they get to our schools (no pre- or nursery
school; can’t read and write)
10. Teacher development will solve most of our
performance problems.

60. 5.5 Five Basic Assumptions of
Effective Schools
1. The central purpose of a school is to teach;
2. The school is responsible for providing the overall
environment;
3. Schools must be treated holistically in terms of
instruction (unity);
4. The most crucial characteristics of a school are the
attitudes and behaviours of the teachers and staff;
5. The school accepts responsibility for the success
and failure of the academic performance of learners
- all learners are capable of learning.

61. Video - Brave decision by
deputy principal

62. Homework 1.3
• Download for www.slideshare.net the video called LBL -
Brave decision by the deputy principal;
• Introduction - This is a conversation with the current principal
and deputy principal of the school. Godfrey joined the school
in 2002, six months after the school was opened, a the
deputy principal of the school. Edith joined the school in
2006, as an HoD. In 2007, the principal retired, and Godfrey
acted as principal until 2008, when the post was advertised.
By then, Edith was the second deputy principal of the school.
Both of them applied for the post. Now view the video;
• Write a critical analysis of the challenges in the video, what
lead to it, and what should be done to stabilise the education
system.

63. Assignment 1
THEMES TOPICS
Knowing and understanding the difference between Leading, Write an essay, focusing on a
Managing, Administring, Teaching and Learning combination of the con cepts covered
during session 1. The ess ay must
include references of at least 1 0
1 Defining teaching and learning.
2 What is the difference?
articles recent (not older that 5 years)
3 How do they inter-connect? within the field of focus.
4 W h ich one comes first?
Due date:
5 Defining leadership, management and administration. 27 February 2010
6 What is the difference?
7 How do they inter-connect?
8 What is the logical order?
9 What should be the core job of principals?
10 During training, should we focus on knowledge, skills or disposition of
principals, or a combination of them?

64. 5.6 Quote of the Day!
You can’t do
things differently
until you see
things differently.

65. Contact details:
• E-mail: muavia@mweb.co.za;
• Fax: 0866720520
• Cell: 0828229494 (only emergencies)
• Powerpoint website: www.slideshare.net
Thank You!